By Neil Murray, Angela Scarino
This quantity presents a desirable glimpse into the complicated language ecologies of Southeast Asia. Adopting a relational viewpoint, it considers their importance for the zone, its peoples, the coverage and perform of language instructing, studying and overview and the destiny of neighborhood languages. It provides specific prominence to the connection among English and chinese language, it really is most probably transformation at a time of important worldwide switch and the influence that those languages and their synergy can have at the position of alternative languages and dialects. Dynamic Ecologies: A Relational viewpoint on Languages schooling within the Asia-Pacific area attracts at the learn and insights of key students within the box and gives case reviews that illustrate the influence of correct language coverage in international locations together with Singapore, Malaysia, Hong Kong, South Korea and Australia.
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Additional info for Dynamic Ecologies: A Relational Perspective on Languages Education in the Asia-Pacific Region
At the same time there needs to be an understanding of how English is used as a lingua franca. 926). Evaluating the English of the majority of the world’s English speakers using standard norms derived solely from native-speaker British or American is inappropriate. As a Minister in the Cambodian Government said, ‘You know, when we use English, we don’t think about the United States or England. 233). I argue, therefore, that the increasing linguistic and cultural diversity of Anglophone universities, coupled with recent developments in Asian varieties of English and the use of English as a lingua franca, means that they are no longer monolin- 26 A.
This interest, therefore, stands in opposition to approaches to studying language(s) that seek to reduce or idealise these relationships. The literature can be divided into that which tends towards the monolithic view of English identified above and that which is more open to a plurilithic view. The former approach includes literature that highlights threats to particular languages and the associated linguistic and cultural identities of their speakers. This literature often draws parallels between the ecological values of biodiversity and linguistic diversity (Mühlhäusler 1996; Skutnabb-Kangas and Phillipson 2008) and has tended to cast English as the nemesis of ecological diversity—a feral presence implicated in, for example, ‘linguistic genocide’ (Skutnabb-Kangas 2000).
Advocates of this critique have emphasised the need to analyse and expose hegemonic effects (Phillipson 1992 2009) and ‘reclaim the local’ (Canagarajah 2005), and have traced the hegemony of English to those discourses about languages and language learning that have become dominant and naturalised in its wake. Recent examples include the argument developed by Pennycook and Makoni (2007), that the discursive construction of languages as ‘countable institutions’ serves the interests of groups who speak ‘languages’ so defined.